Thursday, May 12, 2016
Topic: “Teaching Students how to Engage in the Process of Research Using Scaffolded Assignments”
Discussion Leader: Gustavo Bobonis
Abstract: How do we get students to understand what research means and to get them to do it well? Writing a research paper requires students to be technically proficient at a lot of skills and have the ability to put them together effectively to answer a question. Doing this well takes practice and lots of feedback. In Eco 403, I focus on the process of doing research. The term assignment leads students through scaffolded exercises that emphasizes research skills as much as the final finished product. I give them a dataset from my research projects and require them to write a paper that uses it. Engaging with the data prompts deeper critical reading and thinking. Guided prompts keep them on track but allow enough avenues for creativity and independent thought. They have to present their findings, which, while giving them an opportunity to get feedback, also gives them practice in distilling research to its essence and builds oral communication skills. They also develop quantitative skills and learn to discuss theoretical concepts integrated with empirical evidence. Join us to share the ways you incorporate student papers into your courses and discuss how we can help students engage in research more productively.
Citations
Dowd, J. E., Connolly, M. P., Thompson Jr, R. J., & Reynolds, J. A. (2015). Improved reasoning in undergraduate writing through structured workshops.The Journal of Economic Education, 46(1), 14-27.
Greenlaw, S. A. (2006). Doing economics: A guide to understanding and carrying out economic research. Boston, MA: Houghton Mifflin.
Li, I., & Simonson, R. (2016). Capstone senior research course in economics. The Journal of Economic Education, 47(2), 161-167.
McGoldrick, K. (2008). Doing economics: Enhancing skills through a process-oriented senior research course. The Journal of Economic Education, 39(4), 342-356.
Singh, P., Guo, H., & Morales, A. (2015). A Research-Based Development Economics Course for Undergraduates. The Journal of Economic Education,46(3), 274-284.
Thursday, May 19, 2016
Topic: “But I’m a prof, not a cop! Teaching Strategies to Deter Plagiarism & Foster Better Thinking & Writing”
Discussion Leader: Andrea Williams
Abstract: Tired of spending as much time dealing with suspected cases of plagiarism as on other aspects of your teaching? In this session we’ll discuss ways to deter plagiarism through assignment design and other instructional strategies that foster better student learning and writing. You’ll come away with concrete strategies and tips to improve your courses so you can spend more time teaching and less time policing.
Resources:
http://core.journals.yorku.ca/index.php/core/article/view/2469/1674
https://www.surrey.ac.uk/cead/resources/documents/Designing_out_plagiarism.pdf NOTE: see sample assignments
http://citl.indiana.edu/consultations/teaching_writing/plagiarism.php
http://carleton.ca/edc/wp-content/uploads/Preventing-Plagiarism-through-Course-Design.pdf
Thursday, May 26, 2016
Topic: “Weekly Participation: Prompting Students to Substantively Engage (Every Week)”
Discussion Leader: Jennifer Murdock
Abstract: How can we prompt substantive engagement every week in our high-enrolment courses? Educational technologies widen the possibilities and especially for large classes. In ECO220Y, I have used iClickers since 2009 and added weekly portal quizzes in 2015 as part of students’ weekly participation marks. This session primarily will explore the portal quizzes. I will present my specific implementation decisions that seek to boost the pedagogical value of graded online work, transform cheating into productive collaboration, and create a clear role for TAs. I will present some student feedback, suggestive evidence about the success of weekly portal quizzes, and an overview of some relevant literature drawing on The Journal of Economic Education and other sources.
Citations:
Andrietti, V., and C. Velasco. 2015. “Lecture Attendance, Study Time, and Academic Performance: A Panel Data Study.” The Journal of Economic Education, 46(3): 239 – 259. DOI: 10.1080/00220485.2015.1040182.
Artes, J., and M. Rahona. 2013. “Experimental Evidence on the Effect of Grading Incentives on Student Learning in Spain.” The Journal of Economic Education, 44(1): 32 – 46. DOI: 10.1080/00220485.2013.740387.
Biggs, J. 2003. Teaching for Quality Learning at University, Second Edition. Berkshire, UK: Open University Press/Society for Research into Higher Education.
Grodner, A., and N. Rupp. 2013. “The Role of Homework in Student Learning Outcomes: Evidence from a Field Experiment.” The Journal of Economic Education, 44(2): 93 – 109. DOI: 10.1080/00220485.2013.770334.
Grove, W., and T. Wasserman. 2006. “Incentives and Student Learning: A Natural Experiment with Economics Problem Sets.” American Economic Review, 96(2): 447 – 452. DOI: 10.1257/000282806777212224.
Kim, M., M. Cho, K. Leonard. 2012. “The Impact of Problem Sets on Student Learning.” Journal of Education for Business, 87: 185 – 192. DOI: 10.1080/08832323.2011.586380
Thursday, June 2, 2016
Topic: Building Writing Skills?
Abstract: Writing has been extensively incorporated into our undergraduate program. As instructors, we need to decide what we can assume that students can do and what skills we need to build explicitly. Do we focus on teaching students to write economics or do we need to teach them more general writing skills? Should we even be bothering with developing better general writing skills? How do we deal with students with varying language skills and comfort levels with writing? Are there ways to facilitate better general writing skills using software? A discussion of these questions and the trade-offs involved will be structured around a demo of MyWritingLab by the Pearson reps. (blurb from them below).
MyWritingLab: MyWritingLab provides a scaffolded learning environment to help writers with varying skill level. Practice in broad writing topics, facilitated through the comprehensive pre-assessments and a powerful adaptive study plan, helps students develop skills in a holistic way—even beyond grammar and mechanics. MyWritingLab aligns to fit your specific course needs, whether you seek writing support to complement what you do in class, a way to easily administer many sections, or a self-paced environment for independent study
Thursday, June 9, 2016
Topic: “Reflective Writing in the Economics Internship Course”
Discussion Leader: Kathleen Yu
Abstract: What purpose can reflective writing play in developing higher-order thinking skills? Can we use it effectively in our classes to promote the transfer of course concepts outside the classroom? We will explore these questions together using the example of scaffolded writing assignments in ECO 400 a final year internship course at UTM. The course places students in internships to give them an opportunity to acquire practical skills that will serve them in their job searches and, eventually in the workplace. During class sessions throughout the year students set internship goals for themselves and develop their soft skills (professional writing, project management, networking, public presentation). After class, they complete reflective writing assignments. These are used to create a final written report, a reflection on their internship journey.
Thursday, June 16, 2016
Topic: “Getting Students to Focus on the Forest, not the Trees – The Role of In-class Writing”
Discussion Leader: Kripa Freitas
Abstract: In our courses, we want students to master selected tools and develop a deep, nuanced understanding of economic concepts. A common way to achieve this is problem-solving. The challenge with this approach is to get students to move beyond viewing economics as a collection of problems to be solved by matching patterns and memorization to higher order thinking skills. Join us to discuss how you address this challenge in your classes. I will structure the discussion around Eco 206’s use of in-class writing. In particular, I will highlight the role of frequent writing, formative feedback and technological solutions. Together, we will think about ways to use writing to help students see the bigger picture, learn about effective and efficient ways for students to get and give feedback and share ideas on how to implement in-class writing in our courses.
Citations:
Angelo, T. A., & Cross, K. P. (1993). Minute paper In Classroom assessment techniques: A handbook for college teachers (pp. 148-153). The Jossey-Bass Higher and Adult Education Series.
Crowe, D., & Youga, J. (1986). Using writing as a tool for learning economics. The Journal of Economic Education, 17(3), 218-222.
Green, A. (2016). Significant returns in engagement and performance with a free teaching app. The Journal of Economic Education, 47(1), 1-10.
Greenlaw, S. A. (2003). Using writing to enhance student learning in undergraduate economics. International Review of Economics Education,1(1), 61-70.
Thursday, June 23, 2016
Topic: “Getting more out of tutorials – for your students and your TAs”
Discussion Leader: Karen Bernhardt-Walther
Abstract: A common challenge in teaching undergraduates is getting them to move from knowing economic concepts to recognizing and applying these concepts appropriately and correctly. Last year, my sections of Eco200 and Eco204 implemented a change in tutorials to better support students in developing their problem-solving, analytical, economic modelling, and writing skills. Each tutorial focused on a particular skill with well-defined, skill-centered learning objectives, a complete lesson plan, and a handout for students. Tutorials were run in small groups by TAs and included TAs demonstrating the particular skills or process, active problem solving, as well as practice problems that students worked on individually or in groups. More than half of these tutorials were developed by TAs under the instructor’s guidance, thus allowing the TAs to develop their teaching skills as well. Join us for a discussion on effective tutorials and to share ideas on how to best help students’ develop these critical skills.
Thursday, June 30, 2016
Topic: “Theory and Praxis: The Application of Macroeconomic Models to Real World Situations”
Discussion Leader: Gustavo Indart
Abstract: Students often view economic theory as too abstract and as having limited application. Increasing students’ interest in economic theory might require the demonstration of its usefulness for understanding the real world. In ECO209, the intermediate macroeconomic course for commerce students, I combine a rigorous presentation of macroeconomic theory with analyses of real world situations based on case studies (including current economic news). This approach appears to foster greater student interest in theory and also contributes to the creation of a virtuous circle – requiring prior understanding of relevant economic concepts while at the same time facilitating a more thorough understanding of these concepts. Participants can expect a discussion of important elements that make this successful, the role of critical reading and ways to incorporate this into their course.